Shiksha Ka Bharatiya Adarsh

Here is a comprehensive summary of the provided Jain text, "Shiksha ka Bharatiya Adarsh" by Vishnukant Shastri, based on the excerpt:

The text delves into the "Indian Ideal of Education," critically examining India's historical educational prowess and its decline, while proposing a path forward rooted in tradition and adaptation.

India's Past Glory and the Decline of Education:

• Historical Context: The author begins by recalling India's past as a "Jagadguru" (world teacher), with renowned universities like Takshashila and Nalanda attracting scholars from across the globe.
• The Impact of British Rule: The establishment of universities in Calcutta, Madras, and Bombay by the British, modeled after the University of London, is discussed. This move, particularly influenced by Macaulay's minutes, was strategically aimed at training Indians through the English medium to become clerks, fostering a desire to emulate Western culture and thought.
• Three Reactions to Western Education:
  1. Complete Westernization: Some Indians fully embraced Western education and lifestyle, attempting to become more English than the English themselves, which the author deems not a path to Indian self-respect.
  2. Rejection of Western Education: Others advocated for the complete boycott of Western education, clinging to traditional values. The author considers this also incorrect, as one cannot arbitrarily refuse knowledge based on its geographical origin. He cites the Vedic injunction: "Let noble thoughts come to us from all directions."
  3. Selective Adaptation: A third group refused blind imitation of the West and also rejected the exclusion of its positive aspects. This group paved the way for national consciousness development. The author strongly endorses this third path as the correct one for India's progress.

The Indian Ideal of Education and the Role of the Teacher:

• Adapting Tradition: The core principle of Indian education, according to the author, lies in making ancient knowledge and science relevant to the current era. This involves adapting tradition to the times and integrating foreign knowledge by making it compatible with Indian contexts.
• The Teacher as a Torchbearer: The text emphasizes that in ancient times, the act of teaching and learning was viewed as a form of "tapasya" (penance or dedicated practice). Teachers took pride in their work, with statements like "I will not sell knowledge even for a hundred types of authority."
• Qualities of an Ideal Teacher:
  • Lifelong Learner: An ideal teacher is a lifelong student, constantly learning.
  • Knowledgeable and Skilled in Transmission: A great teacher possesses deep knowledge and is adept at transferring it to students. Kalidasa's description of a superior teacher highlights this duality: someone who has both deep knowledge and the skill to impart it effectively.
  • "Akashdharmi" (Sky-like) vs. "Shiladharmi" (Stone-like) Teacher:
    • A "Shiladharmi" guru is like a stone pressing down on grass, hindering the growth of students by imposing their views. This type is condemned.
    • An "Akashdharmi" guru is like the sky, providing space, light, and air for all plants (students) to grow according to their potential. This guru recognizes individual capacities and nurtures them. The author advocates for teachers to be "Akashdharmi."
  • Seeking Student's Success: A true teacher desires students to surpass them in knowledge. The author quotes the ideal: "One should desire victory everywhere, but from one's son and disciple, one should desire defeat." This defeat signifies surpassing the teacher's own knowledge.
• The Teacher's Calling: The teacher's role is not merely to impart knowledge but to guide students towards their "su-charita" (good conduct) and to inspire them to surpass the teacher.

Qualities of an Ideal Student:

• Humility and Service: The Gita emphasizes that knowledge is attained through "pranipata" (humble submission), "pariprashna" (inquiry), and "sevaya" (service).
• Inquisitiveness and Right to Question: Students have the right to ask questions repeatedly ("pariprashna") until they understand a subject.
• Readiness and Self-Control: True knowledge acquisition requires not just faith ("shraddha") but also readiness to learn and control of the senses ("samyatendriyaha").
• Seven Stages of Intellect: The text outlines seven stages of intellectual development from the Yajnavalkya Smriti:
  1. Shushrusha (Desire to Hear): The initial urge to know.
  2. Shravanam (Listening): Actively listening to a knowledgeable source.
  3. Grahanam (Understanding): Comprehending what is heard.
  4. Dharanam (Retention): Remembering and retaining the learned material.
  5. Uhapoha (Analysis and Discrimination): Critically analyzing, reasoning, and distinguishing between right and wrong.
  6. Arthavijnanam (Application): Using the acquired knowledge practically.
  7. Tattvajnanam (True Knowledge/Essence): Understanding the subject in its entirety and essence.
• Holistic Learning: The ideal is to progress through all seven stages, aiming for a deep understanding of subjects.

The Nature of Research and Scholarship:

• Diving Deep: True scholars are those who delve deep into knowledge, overcoming obstacles to extract valuable insights, rather than just displaying superficial understanding.
• Originality and Contribution: Innovation and the expansion of knowledge through new research are highly valued.
• Continuous Scrutiny and Debate: The Indian tradition encourages the constant examination of beliefs through discussion and debate ("Vade Vade Jayate Tattvabodha" - Truth emerges from debate).
• Avoiding Intellectual Arrogance: Scholars should not shy away from discussion for fear of being proven wrong. Knowledge is not for sale; those who use it solely for livelihood are mere traders.
• Breadth of Knowledge: True knowledge requires understanding multiple disciplines, as all subjects are interconnected. A polymath ("bahushrut") is more knowledgeable than a specialist in a single field.

Inner Discipline and the Mind:

• The Mind as the Center: The text highlights the paramount importance of controlling the mind. The mind is described as the source of all desires, attachments, and bondage.
• Overcoming Sensory Desires: The mind fuels sensory cravings for food, music, fragrances, and visual pleasures. Without controlling the mind, it is impossible to be truly detached, self-controlled, or attain higher spiritual states.
• The Practice of Detachment: Winning the mind requires either sudden realization or persistent practice, which includes forgetting harmful desires and refusing to indulge sensory wants.
• The Path to Self-Realization: By conquering the mind and disciplining the senses, one can achieve self-mastery and ultimately attain self-knowledge and liberation.

Conclusion:

The author concludes by stressing that universities are the bedrock of nation-building. The quality of professors, the curriculum, and the environment they create will shape the students and, consequently, the nation. To prepare for future challenges, India must foster an educational environment that cultivates knowledgeable, adaptable, and virtuous individuals, drawing inspiration from its glorious traditions.

In essence, "Shiksha ka Bharatiya Adarsh" champions an education system that is deeply rooted in Indian values, open to global knowledge, emphasizes the holistic development of the individual through exemplary teachers and engaged students, and is underpinned by inner discipline and the pursuit of true understanding.